nys common core mathematics curriculum end -of module ... · creative commons...

Lesson

End-of-Module Assessment Task NYS COMMON CORE MATHEMATICS CURRICULUM 1•22•3

Module 2: Introduction to Place Value Through Addition and Subtraction Within 20

Date: 3/12/14 2.S.10

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Name Date

1. Mr. Baggy owns a pet store.

He counted 10 goldfish in a big tank and 5 goldfish in a small tank. He sold 8

goldfish out of the big tank. How many goldfish did he have left in all? Explain your

answer using a labeled math drawing and a number sentence.

Mr. Baggy had ______ goldfish.

2. Write the numbers that make the number sentences true.

c. Write a related subtraction fact for each of the three problems in the last row

in the spaces below.

_________________ _________________ _________________

12 – 9 = _____ 15 – 6 = ____ 11 – 8 = _____

9 + ____ = 13 8 + ____ = 12 12 = ____ + 7

a.

_

_

_

_

_

b.

_

_

_

_

_

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Date: 3/12/14 2.S.11




a. 13 – 9 = 4 b. 12 – 8 = 4

3. Write a number bond in each number sentence to show how to use ten to subtract.

Draw 5-groups and some ones to show each subtraction sentence.

4. Mr. Baggy also has 9 birds, 15 snakes and 12 turtles.

a. Show the number of snakes as a ten and some ones with a number bond, a 5-

group drawing, and a number sentence.

c. Use your pictures and numbers to explain how both subtraction problems equal 4.




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b. Mr. Baggy sold some snakes. Now he has 5. How many snakes did he sell?

Explain your solution using a number bond or a math drawing. Write a number

sentence. Complete the statement.

Mr. Baggy sold ______ snakes.

c. Mr. Baggy sold 8 turtles. How many turtles does he have left? Explain your

solution using a number bond or a math drawing. Write a number sentence.

Complete the statement.

Mr. Baggy has ______ turtles left.

d. Mr. Baggy’s daughter says she can find the number of turtles Mr. Baggy has left

using subtraction or addition. Show 2 ways Mr. Baggy’s daughter can solve this

problem.




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Date: 3/12/14 2.S.13




e. As Mr. Baggy gets ready to close his pet store for the day, he needs to know how

many animals he has altogether. How many birds, snakes, and turtles does Mr.

Baggy have left in his store altogether? Explain your solution using number

bonds or math drawings. Write a number sentence. Complete the statement.

Mr. Baggy has ______ animals left.

f. True or false: You will get a different answer if you add 9 and 5 first, then add

4, than if you add 9 and 4 first, then add 5. (Circle one.) True False

Use pictures or words to show how you know.




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Date: 3/12/14 2.S.14




End-of-Module Assessment Task Standards Addressed

Topics A–D

Represent and solve problems involving addition and subtraction.

1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Understand and apply properties of operations and the relationship between addition and subtraction.

1.OA.3 Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

Add and subtract within 20.

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Understand place value.

1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

a. 10 can be thought of as a bundle of ten ones—called a “ten.”

b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing understandings that students develop on their way to proficiency. In this chart, this progress is presented from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These steps are meant to help teachers and students identify and celebrate what the student CAN do now, and what they need to work on next.




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A Progression Toward Mastery

Assessment Task Item

STEP 1 Little evidence of reasoning without a correct answer. (1 Point)

STEP 2 Evidence of some reasoning without a correct answer. (2 Points)

STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points)

STEP 4 Evidence of solid reasoning with a correct answer. (4 Points)

1

1.OA.1

The student’s drawing

and number sentence

are completely

unrelated to the

problem, showing no

understanding of the

problem.

The student has the

incorrect answer but

shows some

understanding through

drawings or number

sentences.

The student answers

correctly (7), but is

missing the drawing or

the number sentence.

Or the student draws a

picture or number

sentences to show her

thinking, but has an

incorrect answer.

The student correctly:

Answers 7.

Explains using a

drawing and a

number sentence

(i.e., 2 + 5 = 7 or

10 – 8 = 2).

2

1.OA.3

1.OA.4

1.OA.6

The student answers

one to two answers

problems correctly,

demonstrating a

limited understanding

of the problems.

For each problem, the

student:

Subtracts from a

teen number,

Finds the missing

addend,

Writes the

corresponding

subtraction

sentences,

with three or four

calculation errors.


student:

Subtracts from a

teen number,

Finds the missing

addend,

Writes the

corresponding

subtraction

sentences,

with one or two

calculation errors.


student correctly:

Subtracts from a

teen number.

Finds the missing

addend.

Writes the

corresponding

subtraction

sentences.

3

1.OA.3

1.OA.6

The student is not able

to correctly accomplish

any component of the

task, demonstrating a

lack of understanding

of the problems.

The student may show

some understanding

and skill with 5-group

drawings but is unable

to execute the bonds or

explain his thinking. Or,

the student is able to

show the bonds, but is

unable to draw the 5-

groups or explain

appropriately.

The student draws the

bonds and 5-groups but

is unable to explain

how both have an

answer of 4. Or the

student explains well,

and draws 5-groups

well, but does not

execute the bonds

accurately.


Models the number

bonds and 5-group

drawings.

Explains how both

problems equal 4

using pictures or

numbers (i.e., 1 + 3 =

2 + 2).




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Date: 3/12/14 2.S.16




A Progression Toward Mastery

4

1.OA.1

1.OA.2

1.OA.3

1.OA.4

1.OA.6

1.NBT.2a

1.NBT.2b

Answers one or fewer

questions correctly,

and is unable to show

work, thus

demonstrating a lack of


concepts.

Answers two of the

questions correctly

with all accompanying

models, but

demonstrates

inconsistent


take from ten strategy,

the connection

between addition and

subtraction, or the

associative property.

Answers three of the

four questions correctly

and with all requested

models and number

sentences.

Computes and explains

the final question, but

may have errors in

previous computations

that impact accuracy

(i.e., 1 or 2 off).


Represents 15 with a

number bond, 5-

group drawing, and

number sentence.

Explains that 10

birds were sold.

Explains that 4

turtles are left.

Writes both an

addition and

subtraction equation

12 – 8 = 4 and

8 + 4 = 12.

Explains that 18

animals are left

altogether. Identifies

the statement as

false, and explains

why citing the

associative property

with pictures or

words (no formal

terms necessary).




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